Monday, 28 April 2014

Wonders of the World IBL:

Our focus Question:
“What is the most significant building or historical location ever created?”

Part A) Birds Eye View Map: Create a birds eye view map of your buildings or historical location.  Use Google Earth to assist you with your map. Be sure to include a map title, compass, colour, map key, and the direction of any significant cities if possible.

Part B) Research Your Location
Your research should prove the significance of chosen location...
Define the following words:
List five Search phrases will you use?
List of sources:
1. Culture:

2. Economy:

3. Historical:

Supporting Ideas:

Supporting fact one: How is it historically significant?

Supporting fact two: How is it culturally significant?

Supporting fact three: How is it economically significant?

Video Support:

Seven Wonders of the World: (Topic Generation)

Remember you can you any modern structure:

Research Help:

Monday, 24 February 2014

Secrets of Short Story Suspense

‘Secrets of Short Story Suspense’
Focus question: "What makes a great short story?"
1) Collaboration Story:
Using your notes on short stories you’re going to write a short story in a group of three. Make sure that it follows the short story structure. This will be peer evaluated and marked by the teacher.
3pts structure / 3pts suspense / 3pts word choice

2) Evaluation:
Evaluate one other  groups short story using the following criteria:
3pts structure / 3pts suspense / 3pts word choice
How to make predictions:


3) Short Story Research:
Read the following four short stories and answer the following questions on a separate piece of paper. Alternatively you can search out fan fiction short stories on the internet if possible.
Research Questions: clearly label answers with title of each short story...

Before Reading:
a) What are three questions you have about the story before reading it?
After Reading:
b) What are three vocabulary which may be hard for some students to understand?
c) Using an example from the text,  answer the question "what makes a great short story." Be sure to mention something different with each short story.

English Short Stories: Assignment Two
Rubric: 3pts structure / 3pts suspense / 3pts word choice
4) Write a suspenseful short story: Day two
Brainstorm...write what you know about!
1) What do you love?

2)  What is interesting about you?

3) What does your protagonist want? (To win a big game? Survive a car crash? something more...)

4) How will you create emotions of happiness, sadness, or fear in your reader?

5) What does your main character do at the climax?

6) What will be the structure of the short story and what will happen at each stage?

Other Notes or thoughts?

Monday, 3 February 2014

‘Stupendous Short Story Structure’

‘Stupendous Short Story Structure’

English Short Stories: Assignment One

Focus question: "What makes a great short story?"

All types of writing have a basic structure, and short stories are no different.  Your job is to find three reliable sources of information that suggest what the structure of a short story is, but first complete the following chart:

Reliable website traits?
Keywords to enter in Google
Possible Websites














2) The Research

Short Story Structure
Three sources of information exact URL

English Short Stories Assignment: Assignment One / Page 2

3) The Report:

Using a visual means please display your understanding of the structure of a short story. You can use images, video, or any type of artwork. Keep in mind that you must be able to share your report on

Rubric: 3pts content / 3pts visual display / 3pts for creativity

Brainstorm ideas:

(How to represent)
(short story structure?)

4) Tips for Keeping Short Stories Short

Create a list of ten ways to keep short stories short…

Friday, 31 January 2014

Short Story Fun Write In My Day

In My Day
We all know of or have seen depictions of the “typical old guy/gal” who is always talking about, “back in the day when…”.
Your creative writing task is to create an “in my day” paragraph where you take the point of view of this “old guy/gal” and tell how things were for you, ‘back in the day”.
The topic(s) are up to you but it must be school appropriate and, should connect. In other words, while we may “suspend our disbelief” a little, there should be a healthy dose of verisimilitude in your writing.

  •   A paragraph of 8-10 complete sentences. Give lots of detail and be specific.
  • Do not use quotation marks/dialogue unless you know how to do it right. A narrative paragraph does not require quotation marks.
  • You may have to read your paragraph aloud.

Prompt for Writing Activity: In MY Day . . .From a Washington Post Report, in which readers were asked to tell Gen-Xers how much harder they had it in the old days:

Runner-Up: In my day, we couldn't afford shoes, so we went barefoot. In the winter we had to wrap our feet with barbed wire for traction. (Bill Flavin, Alexandria)

And the winner: In my day, we didn't have no rocks. We had to go down to the creek and wash our clothes by beating them with our heads. (Barry Blyveis, Columbia)

Honorable Mentions: In my day, we didn't have dogs or cats. All I had was Silver Beauty, my beloved paper clip. (Jennifer Hart, Arlington)

Back in the 1970s we didn't have the space shuttle to get all excited about. We had to settle for men walking on the crummy moon. (Russell Beland, Springfield)

In my day, we didn't have days. There was only time for work, time for prayer and time for sleep. The sheriff would go around and tell everyone when to change. (Elden Carnahan, Laurel)

In my day, we didn't have fancy health-food restaurants. Every day we ate lots of easily recognizable animal parts, along with potatoes drenched in melted fat from those animals. And we're all as strong as GKK-GAAK Urrgh. Thud. (Tom Witte, Gaithersburg)

In my day, we didn't have hand-held calculators. We had to do addition on our fingers. To subtract, we had to have some fingers amputated. (Jon Patrick Smith, Washington)

In my day, we didn't get that disembodied, slightly ticked-off voice saying 'Doors closing.' We got on the train, the doors closed, and if your hand was sticking out it scraped along the tunnel all the way to the Silver Spring station and it was a bloody stump at the end. But the base fare was only a dollar. (Russell Beland, Springfield)

In my day, we didn't have water. We had to smash together our own hydrogen and oxygen atoms. (Diana Hugue, Bowie)

In my day, we wore our pants up around our armpits. Monstrous wedgies, but we looked snappy. (Bruce Evans, Washington)

In my day, we didn't have virtual reality. If a one-eyed razorback barbarian warrior was chasing you with an ax, you just had to hope you could outrun him. (Sarah M. Wolford, Hanover)
Subbmitted by Ginger Houston-Ludlam.

Sunday, 12 January 2014

English Nine Exam Outline 2014 - Chester Area Middle School

Here is the English nine exam outline and review 2014 for Chester Area Middle School.

Print a copy by following this link

English Nine Exam Outline
Exam Time January 29th, 2013

Part A) Students will read a short story and answer three different levels of short answer questions.

1) Literal questions can be answered by searching the text
1) What age is Ponyboy Curtis?
- For full points they should be answered correctly in a full sentence.

2) Inferential questions:
Compare and contrast Ponyboy’s brothers Sodapop and Darry?
- For full points answer the question in 2 to 3 sentence explaining your answer

3) Interpretive questions: A question where you take your knowledge from the text, and life from outside the text to create an answer.
Will the Socs and the Greasers ever stop fighting?
- For full points answer the question in three to four sentences with examples from the text.

Part B) Read and respond in paragraph format…
a) Students will be given something to read before the exam.
b) After they complete the reading they will be given a question to respond to in a paragraph.
c) Students will not be able to bring the paragraph into the exam, but will be able to create notes or a paragraph outline.
d) They must complete the paragraph in the actual exam.

- Students will be marked on word choice, paragraph structure, and content.

Part C) Reading Strategies
Students will read a news article and will be asked to:
a) Create a summary of the article
b) Make connections to the article
c) Create three different levels of questions
d) explain an important Quotation from the article
e) And create an image or images which connect to the article
- Students should see their reading strategy handout for tips and how they will be marked.

- Students should see their reading strategy handout for tips and how they will be marked.

Studying Resources:

Practice Questions - Death of the Electric Car Documentary:

Part B - Short Story and Questions: